Main Article Content
Abstract
Most teachers do not yet have adequate knowledge of the concepts, methodologies, and stages of PTK. This causes them difficulty in designing and implementing systematic research to improve the learning process in the classroom. The purpose of the activity is to improve teachers' understanding and skills in identifying learning problems and designing reflective improvement actions through training PTK. The implementation methods include socialization, training, technology application, mentoring, and evaluation, as well as ensuring the sustainability of the program. Based on the post-test results conducted after the activity, it was found that there was a significant improvement in teachers' understanding of the concepts and steps in designing Classroom Action Research (PTK). The majority of participants were able to systematically design PTK plans relevant to the learning issues in their respective classrooms. These results indicate that the training successfully equipped teachers with the basic skills needed to integrate research into teaching practices to improve the quality of education.
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References
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References
Dewi, N. R., Yuliza, E., Eliyati, N., & Faruk, A. (2019). Pendampingan merancang penelitian tindakan kelas dan penulisan publikasi kepada guru-guru SD di Desa Sakatiga. Jurnal Pemberdayaan: Publikasi Hasil Pengabdian kepada Masyarakat,3 (3), 367–372.
Fadhilah, R., & Sari, N. (2022). Pelatihan penelitian tindakan kelas bagi guru dalam rangka peningkatan kompetensi profesional di masa adaptasi kebiasaan baru. Jurnal Pengabdian Kepada Masyarakat, 5(1), 45–52.
Marzuki. (2021). Penguatan budaya riset di sekolah melalui pelatihan kolaboratif Penelitian Tindakan Kelas (PTK). Jurnal Abdi Pendidikan, 2(2), 78–85.
Muhardi, Isropil Siregar, & Faruq Rabbany Siregar. (2025). Konsep Fundamental dalam Penelitian Tindakan Kelas: Landasan Teori dan Implementasi dalam Pengembangan Praktik Pembelajaran. Kiswah Journal of Islamic Studies and Education, 1(1), 35-44.
Mulyasa, E. (2013). Menjadi guru profesional: Strategi meningkatkan kualitas guru di era global. Bandung: Remaja Rosdakarya.
Muthmainnah, Y. N. (2023). Kendala-Kendala dalam Pelaksanaan Penelitian Tindakan Kelas. International Journal of Community Service Learning, 7(2), 39-47.
Putri, S. S., Japar, M., & Bagaskorowati, R. (2019). Increasing ecoliteracy and student creativity in waste utilization. International Journal of Evaluation and Research in Education, 8(2), 255–264.
Ridwanudin, O., Suwandi, A., Andari, R., Abdullah, C. U., Fitriyani, E., Pratiwi, I. I., Arrasyid, R., & Wulung, S. R. P. (2024). Model Kanvas Penelitian Tindakan Kelas: Pelatihan bagi Guru SMK Pariwisata. BERNAS: Jurnal Pengabdian Kepada Masyarakat, 5(1), 132–139.
Siregar, I., Nurhasan, & Ilhamsyah, R. (2024). Penerapan Model Penelitian Tindakan Kelas untuk Meningkatkan Kualitas Pendidikan Karakter. International Journal of Islamic Studies, 2(1), 35-44.
Siregar, Isropil, Nurhasan Nurhasan, and Rizal Ilhamsyah. (2024). Penerapan Model Penelitian Tindakan Kelas Untuk Meningkatkan Kualitas Pendidikan Karakter. Afkaruna: International Journal of Islamic Studies (AIJIS) 2 (1), 56–64.
Utomo, Prio, Nova Asvio, dan Fiki Prayogi. (2024). Metode Penelitian Tindakan Kelas (PTK): Panduan Praktis untuk Guru dan Mahasiswa di Institusi Pendidikan. Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia, 1(4), 3-19.